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This document on Institutional Accreditation of Health Science Institutions is

presented in two sections.

Section A is Guidelines for Assessment and Accreditation.

Section B is Preparation of Self- study Report to be written in three parts.

Part-I is Profile of the Institution,

Part-II is Criteria-wise Inputs and

Part-III is Evaluative Report of the Department.

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CONTENTS

Preface

SECTIONA:

GUIDELINES FOR ASSESSMENT AND ACCREDITATION

I. Introduction

Vision and Mission

II. Core Values

III. Assessment and Accreditation of Higher Education Institutions

IV. Accreditation of Health Science Institutions

V. Eligibility for Assessment and Accreditation of Health Science

Institutions (HSIs)

VI. The Assessment Outcome

VII. The Assessment Process

VIII. Mechanism for Institutional Appeals

IX. Re-assessment

X. Subsequent Cycles of Accreditation

XI. The Fee Structure and other Financial Implications

SECTIONB:1. Preparation of the Self-study Report

2. Criteria-wise Inputs

3. Evaluative Report of the Department

4. Declaration by the Head of the Institution

SECTIONC:

APPENDICES

1.

Appendix 1 : Glossary2. Appendix 2 : Abbreviations

3. Appendix 3 : Assessment Indicators

4. Appendix 4 : Members of the National Consultative Committee Health Sciences

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PREFACE

National Assessment and Accreditation Council (NAAC) has been continuously fine-tuning

its assessment and accreditation methodologies in tune with local, regional and global

changes in higher education scenario. This helps in reaching out to HEIs and a wider

acceptance of the methodology. The methodology of NAAC has stood the test of time for last

19 years, mainly because it has remained dynamic and responsive to the stakeholderfeedback.

The Revised Manual, which comes into effect from 1st November 2013, is an outcome of the

efforts of the National Consultative Committee (NCC) on Health Sciences represented by

eminent practitioners and academics from the fields of Allopathy, Ayurveda, Dentistry,

Homoeopathy, Nursing, Pharmacy, Physiotherapy and Yoga. Revision of the Manual

commenced in 2012 under the initiative of Prof. H. A. Ranganath, Former Director, NAAC.

The deliberations of the NCC and its various sub groups were conducted under the

chairmanship of Prof. Chandrashekhar Shetty, Former VC, Rajiv Gandhi University of Health

Sciences, who was ably supported by Prof. S. Rangaswami, Former VC, Sri Ramachandra

University.

In addition, NAAC also solicited feedback from the general public by making the draft

documents available in the public domain. The final drafts were pilot tested with two Health

Sciences Universities, to whom NAAC is grateful for the inputs. The entire exercise was done

with a spirit of openness realizing that the NAAC needs to set higher benchmarks in

consonance with the changes taking place in higher education. The approach adopted is

integrative of inputs, process, outputs, outcome and impact in an appropriately balanced

manner suited to the health education sector. In an effort to enhance the accountability of theaccrediting agency as well as the institutions applying for accreditation, the NAAC has

articulated Duties and Responsibilities of NAAC and HEIs, which is available on the NAAC

website.

This Manual is organized into three sections: Section (a) Guidelines for Assessment and

Accreditation (b) Preparation of Self-study Report (c) Appendices.

The Institutions are encouraged to become familiar with the glossary and abbreviations of

terms given as Appendices.

(Prof. A. N. Rai)

Director

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Section A: Guidelines for Assessment and Accreditation

This section presents the NAAC framework of Assessment and Accreditation of

all cycles essentially based on the core values, Criteria for assessment and Key

Aspects. It also deals with the procedures for institutional preparation incompiling the Self-study Report, Peer Assessment and final outcome of

Accreditation. The procedure for Re-Assessment and the mechanism for

institutional appeals are also included in this section.

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SECTION A

GUIDELINES FOR ASSESSMENT AND ACCREDITATION

I. INTRODUCTION

India has one of the largest and diverse education systems, in the world. Privatization,

widespread expansion, increased autonomy and introduction of programs in new andemerging areas has improved access to higher education. At the same time it also led

to widespread concern on the quality and relevance of the higher education. To

address these concerns, the National Policy on Education (NPE, 1986) and the

Programme of Action (PoA, 1992) that spelt out strategic plans for the policies,

advocated the establishment of an independent National accreditation agency.

Consequently, the NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) was

established in 1994 as an autonomous institution of the University Grants

Commission (UGC). The mandate of NAAC as reflected in its vision statement is inmaking quality assurance an integral part of the functioning of Higher Education

Institutions (HEIs).

The NAAC functions through its General Council (GC) and Executive Committee

(EC) where educational administrators, policy makers and senior academicians from a

cross-section of Indian higher education system are represented. The Chairperson of

the UGC is the President of the GC of the NAAC, the Chairperson of the EC is an

eminent academician nominated by the President of GC (NAAC). The Director is the

academic and administrative head of NAAC, and is the member-secretary of both the

GC and the EC. In addition to the statutory bodies that steer its policies and core staff

to support its activities, NAAC is advised by the advisory and consultative

committees constituted from time to time.

Vision and Mission

The vision of NAAC is:

To make quality the defining element of higher education in India through a

combination of self and external quality evaluation, promotion and sustenance

initiatives.

The mission statements of the NAAC aim at translating the NAACs vision into action

plans and define specific tasks of NAAC engagement and endeavor as given below:

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To arrange for periodic assessment and accreditation of institutions of higher education

or units thereof, or specific academic programmes or projects;

To stimulate the academic environment for promotion of quality in teaching-learning

and research in higher education institutions;

To encourage self-evaluation, accountability, autonomy and innovations in higher

education;

To undertake quality-related research studies, consultancy and training programmes,

and

To collaborate with other stakeholders of higher education for quality evaluation,

promotion and sustenance.

Striving to achieve its goals as guided by its vision and mission statements, NAAC

primarily focuses on assessment of the quality of higher education institutions in the

country. The NAAC methodology for Assessment and Accreditation is very much

similar to that followed by Quality Assurance (QA) agencies across the world and

consists of self-assessment by the institution and external peer assessment by NAAC.

II. CORE VALUES

Throughout the world, Higher Education Institutions (HEIs) function in a dynamic

environment. The need to expand the system of higher education, the impact of

technology on the educational delivery, the increasing private participation in higher

education and the impact of globalization (including liberal cross-border and trans-

national educational imperatives), have necessitated marked changes in the Indian

higher education system. These changes and the consequent shift in values have been

taken into cognizance by NAAC while formulating the core values. Further to ensure

external and internal validity and credibility, it is important to ground the QA process

within a value framework which is suitable and appropriate to the National context.

The accreditation framework of NAAC is thus based on five core values detailed

below:

(i) Contributing to National Development

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Most of the HEIs have a remarkable capacity to adapt to changes, and at the same

time pursue the goals and objectives that they have set forth for themselves.

Contributing to National Development has always been an implicit goal of Indian

HEIs. The HEIs have a significant role in human resource development and

capacity building of individuals, to cater to the needs of the economy, society and

the country as a whole, thereby contributing to the development of the Nation.

Serving the cause of social justice, ensuring equity, and increasing access to higher

education are a few ways by which HEIs can contribute to the National

Development. It is therefore appropriate that the Assessment and Accreditation

(A&A) process of the NAAC looks into the ways HEIs have been responding to and

contributing towards National Development.

(ii) Fostering Global Competencies among Students

The spiraling developments at the global level also warrant that the NAAC

includes in its scope of assessment, skill development of students, on par with

their counterparts elsewhere. With liberalization and globalization of economic

activities, the need to develop skilled human resources of a high caliber is

imperative. Consequently, the demand for internationally acceptable standards in

higher education is evident. Therefore, the accreditation process of NAAC needs

to examine the role of HEIs in preparing the students to achieve core

competencies, to face the global requirements successfully. This requires that the

HEIs be innovative, creative and entrepreneurial in their approach, to ensure skill

development amongst the students. Towards achieving this, HEIs may establish

collaborations with industries, network with the neighborhood agencies/bodies

and foster a closer relationship between the world of skilled work and the

world of competent-learning.

(iii) Inculcating a Value System among Students

Although skill development is crucial to the success of students in the job market,

skills are of less value in the absence of appropriate value systems. HEIs have to

shoulder the responsibility of inculcating the desirable value systems amongst thestudents. In a country like India, with cultural pluralities and diversities, it is

essential that students imbibe the appropriate values commensurate with social,

cultural, economic and environmental realities, at the local, national and universal

levels. Whatever be the pluralities and diversities that exist in the country, there is

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ample scope for debate about inculcating the core universal values like truth and

righteousness apart from other values emphasized in the various policy

documents of the country. The seeds of values sown in the early stages of

education, mostly aimed at cooperation and mutual understanding, have to be

reiterated and re-emphasized at the higher educational institutions, through

appropriate learning experiences and opportunities. The NAAC assessment

therefore examines how these essential and desirable values are being inculcated

in the students, by the HEIs.

(iv) Promoting the Use of Technology

Most of the significant developments that one can observe today can be attributed

to the impact of Science and Technology. While the advantages of using modern

tools and technological innovations in the day-to-day-life are well recognized, the

corresponding changes in the use of new technologies, for teaching-learning and

governance of HEIs, leaves much to be desired. Technological advancement and

innovations in educational transactions have to be undertaken by all HEIs, to

make a visible impact on academic development as well as administration. At a

time when our educational institutions are expected to perform as good as their

global partners, significant technological innovations have to be adopted.

Traditional methods of delivering higher education have become less motivating

to the large number of students. To keep pace with the developments in other

spheres of human endeavor, HEIs have to enrich the learning experiences of their

students by providing them with State- of- the- Art educational technologies. The

campus community must be adequately prepared to make use of Information and

Communication Technology (ICT) optimally. Conscious effort is also needed to

invest in hardware, and to orient the faculty suitably.

In addition to using technology as learning resources, managing the activities of

the institution in a technology-enabled way will ensure effective institutional

functioning. For example, documentation and data management in the HEIs areareas where the process of assessment by NAAC has made a significant impact.

Moving towards electronic data management and having institutional website to

provide ready and relevant information to stakeholders, are desirable steps in this

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direction. In other words, effective use of ICT in HEIs will be able to provide ICT

literacy to the campus community, using ICT for resource sharing and

networking, as well as adopting ICT-enabled administrative processes. Therefore,

NAAC accreditation would look at how the HEIs have put in place their

electronic data management systems and electronic resources and their access to

internal and external stakeholders particularly the student community.

(v) Quest for Excellence

Contributing to nation-building and skills development of students, institutions

should demonstrate a drive to develop themselves into centres of excellence.

Excellence in all that they do, will contribute to the overall development of the

system of higher education of the country as a whole. This Quest for Excellence

could start with the assessment or even earlier, by the establishment of the

Steering Committee for the preparation of the Self-study Report (SSR) of an

institution. Another step in this direction could be the identification of the

strengths and weaknesses in the teaching and learning processes as carried out by

the institution.

The five core values as outlined above form the foundation for assessment of

institutions that volunteer for accreditation by NAAC. In conformity with the

goals and mission of the institution, the HEIs may also add to these their own core

values.

III. ASSESSMENT AND ACCREDITATION OF HIGHER EDUCATION

INSTITUTIONS

The forces of globalization and liberalization influenced the Indian Higher education

in a big way. In a situation where Higher education, similar to the goods and other

services has to compete internationally, quality assurance becomes inevitable. Further

Indian HEIs operate within a larger framework comprising of several agencies,

national contexts and societal expectations and each of these have a unique rendition

of the goals. At the functional level, the effectiveness of the HEI is reflected in theextent to which all these layers of goals mutually concur. In such contexts the A&A

process is a beginning to bring in uniform quality and position HEIs in such a way

that they address more directly the quality provision and the expressed needs of the

stakeholders.

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(i) Focus of Assessment

NAACs assessment lays focus on the institutional developments with reference

to three aspects: Quality initiative, Quality sustenance and Quality enhancement. The

overall quality assurance framework of NAAC thus focuses on the values and

desirable practices of HEIs and incorporates the core elements of quality

assurance i.e. internal and external assessment for continuous improvement. The

value framework of NAAC starts with its choice of unit of evaluation i.e. the

Institution as a whole. The A&A process of NAAC which involves a combination

of self evaluation and external peer evaluation implicitly or explicitly is concerned

with looking at the developmental aspects of the HEIs in the context of quality.

Self-evaluation is crucial in the process of A&A and has a tremendous

contribution in promoting objectivity, self-analysis, reflection and professionalism

on the part of HEIs. The self-evaluation proforma of NAAC provided as manuals

for self study maps out different inputs, processes and outputs and facilitates

HEIs to evaluate their strengths, weaknesses and areas for improvement. The

self-evaluation process and the subsequent preparation of the Self-Study Report

(SSR) to be submitted to NAAC involves the participation of all the stakeholders

management, faculty members, administrative staff, students, parents, employers,

community and alumni. While the participation of internal stakeholders i.e.

management, staff and students provide credibility and ownership to the activity

and could lead to newer initiatives, interaction with the external stakeholders

facilitate the development process of the institution and their educational services.

Overall it is expected to serve as a catalyst for institutional self-improvement,

promote innovation and strengthen the urge to excel.

NAACs role in steering assessment does not stop with the coordinating function

but extends to the post-accreditation activities especially in facilitating

establishment of strategic quality management systems for ensuring continuous

improvement. One of the major contributions of NAAC towards this is thepromotion of Internal Quality Assurance Cell (IQAC) resulting in building a

quality culture. The IQACs are not only expected to facilitate the internalization

and institutionalization of quality, but also to activate the system and raise the

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institutional capabilities to higher levels ensuring continuous quality

improvement.

(ii) Criteria and Key Aspects for Assessment

The criteria-based assessment of NAAC forms the backbone of the A&A. The

seven criteria represent the core functions and activities of an institution and

broadly focus on the issues which have a direct impact on teaching-learning,

research, community development and the holistic development of the students.

The NAAC has identified the following seven criteria to serve as the basis for

assessment of HEIs:

1. Curricular Aspects

2. Teaching-Learning and Evaluation

3. Research, Consultancy and Extension

4.

Infrastructure and Learning Resources

5. Student Support and Progression

6. Governance, Leadership and Management

7. Innovations and Best Practices

The Criteria-based assessment promotes judgment based on values. For example

the Criterion on Governance, Leadership and Management promotes the values

such as participation, transparency, team work, systems view, justice, self-reliance

and probity in public finance.

The Key Aspects identified under each of the seven criteria reflect the processes

and values of the HEI on which assessment is made. The questions under each of

the Key Aspects focus in particular on the outcomes, the institutional provisions

which contribute to these and their impact on student learning and development.

The strengths or weaknesses in one area may have an effect on quality in another

area. Thus the issues addressed within the Criteria and Key Aspects are closelyinter-related and may appear to be overlapping. The criteria and the Key Aspects

are not a set of standards or measurement tools by themselves and do not cover

everything which happens in every HEI. They are the levers for transformational

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change and provide an external point of reference for evaluating the quality of the

institution under assessment.

NAAC uses the same framework across the country. Using the same framework

across the country provides a common language about quality and makes it much

easier for everyone to go in one direction and in evidence based policy making.

1.

Criterion I - Curricular Aspects: Depending on the responsibilities of various

Institutions,this criterion deals with curriculum development and implementation

process. The criterion looks into how the curriculum either assigned by a

University or marginally supplemented or enriched by an institution, or totally

remade, depending on the freedom allowed in curricular design, aligns with the

institutional mission. It also considers the practices of an institution in initiating a

wide range of programme options and courses that are in tune with the emerging

national and global trends and relevant to the local needs. Apart from issues of

diversity and academic flexibility, aspects on career orientation, multi-skill

development and involvement of stakeholders in curriculum updation, are also

gauged under this criterion. The focus of this criterion is captured in the following

Key Aspects:

1.1 Curriculum Design, Planning and Development

Universities and colleges play a major role in the Curriculum Design, Planning

and Development and thus are expected to have processes, systems and

structures in place to shoulder this responsibility. Curriculum Design, Planningand Development is a complex process involving several steps and experts. It is

a process of developing appropriate need-based curricula in consultation with

expert groups, based on the feedback from stakeholders, resulting in the

development of relevant programmes with flexibility, to suit the professional

and personal needs of the students and realization of core values. The process

1.1 Curriculum Design, Planning and Development

1.2 Academic flexibility1.3 Curriculum Enrichment1.4 Feedback System

KEY ASPECTS

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involves orientation of the teachers who would handle the curriculum and

proper planning of the transaction.

The key aspect also considers the good practices of the institution in initiating a

range of programme options and courses that are relevant to the local needs and

in tune with the emerging national and global trends.

1.2 Academic Flexibility

Academic flexibility refers to freedom in the use of the time-frame of the courses,

horizontal mobility, inter-disciplinary options and others facilitated by curricular

transactions. Supplementary enrichment programmes introduced as an initiative

of the college, credit system and choice offered in the curriculum, in terms of

programme, curricular transactions and time-frame options are also considered in

this key aspect.

1.3 Curriculum Enrichment

Every academic institution translates the curriculum framework and the specified

syllabus by rendering them into practical forms, in which the main focus is on the

student attributes and on holistic development of the students so that he/she can

display multiple skills and qualities. For effective transaction of the curriculum it

is required it is up-to date. For keeping the curriculum up-to-date and introduce

appropriate changes within the given curriculum, several inputs are provided

parallelly or sequentially. All these would be possible through introduction and

use of quality materials which would enrich the curriculum and provide concrete

referents for organizing the curriculum.

1.4 Feedback System

The process of revision and redesign of curricula is based on recent developments

and feedback from the stakeholders. The feedback from all stakeholders in terms

of its relevance and appropriateness in catering to the needs of the society/

economy/ environment are also considered in this key aspect.

2.

Criterion II - Teaching-Learning and Evaluation: This criterion deals with the

efforts of an institution to serve students of different backgrounds and abilities,

through effective teaching-learning experiences. Interactive instructional

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techniques that engage students in higher order thinking and investigation,

through the use of interviews, focused group discussions, debates, projects,

presentations, experiments, practicum, internship and application of ICT resources,

are important considerations. It also probes into the adequacy, competence as well

as the continuous professional development of the faculty who handle the

programmes of study. The efficiency of the techniques used to continuously

evaluate the performance of teachers and students is also a major concern of this

criterion. The focus of this criterion is captured in the following Key Aspects:

2.1 Student Enrolment and Profile

The process of admitting students to the programmes is by a transparent, well-

administered mechanism, complying with all the norms of the concerned

regulatory/governing agencies including state and central governments. Apart

from the compliance to the various regulations the key aspect also considers theinstitutions efforts in ensuring equity and wide access as reflected from the

student profile having representation of student community from different

geographical area and socio-economic, cultural and educational backgrounds.

2.2 Catering to Student Diversity

The programmes and strategies adopted by institutions to satisfy the needs of the

students from diverse backgrounds including backward community as well as

from different locales. Gender equity and admission opportunity for differently-abled students are also considered.

2.3 Teaching-Learning Process

Diversity of Learners in respect of their background, abilities and other personal

attributes will influence the extent of their learning. The teaching-learning

KEY ASPECTS

2.1 Student Enrolment and Profile

2.2 Catering to Student Diversity

2.3 Teaching-Learning Process

2.4 Teacher Quality2.5 Evaluation Process and Reforms

2.6 Student Performance and Learning Outcomes

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modalities of the institution are rendered to be relevant for the learner group. The

learner-centered education through appropriate methodologies facilitates effective

learning. Teachers provide a variety of learning experiences, including individual

and collaborative learning. The teachers employ interactive and participatory

approach creating a feeling of responsibility in learning and makes learning a

process of construction of knowledge.

2.4 Teacher Quality

Teacher quality is a composite term to indicate the quality of teachers in terms of

teacher characteristics, professional development and recognition of teaching

abilities. It is measured through the training received in teaching and learning

processes (certified programs), quality of assessment and student feedback.

2.5 Evaluation Process and Reforms

This Key Aspect looks at issues related to assessment of teaching, learning and

evaluative processes and reforms, to increase the efficiency and effectiveness of

the system. One of the purposes of evaluation is to provide development-inducing

feedback. Further it should also help the teacher to plan appropriate activities for

enhancing student performance. The qualitative dimension of evaluation is in its

use for enhancing the competence of students. Innovative evaluation process is to

gauge the knowledge and skills acquired at various levels of the programmes.

2.6 Student Performance and Learning Outcomes

Learning outcomes are the specifications of what a student should learn and

demonstrate on successful completion of the course or the programme. It can also

be seen as the desired outcome of the learning process in terms of acquisition of

the skills and knowledge. They are embedded in the curriculum. Achieving

Learning Outcomes needs specific experiences to be provided to the students and

evaluation of their attainment. A programme that states Learning Outcomes that

are not evaluated or assessed gets neglected in implementation. Hence all thestated Learning Outcomes must be part of the evaluation protocol of the

programme. Student assessment provides an indication of the areas where

learning has happened and where it has to be improved upon.

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3.

Criterion III - Research, Consultancy and Extension: This criterion seeks

information on the policies, practices and outcomes of the institution, with

reference to research, consultancy and extension. It deals with the facilities

provided and efforts made by the institution to promote a research culture. The

institution has the responsibility to enable faculty to undertake research projects

useful to the society. Serving the community through extension, which is a social

responsibility and a core value to be demonstrated by institutions, is also a major

aspect of this criterion. The focus of this criterion is captured in the following Key

Aspects:

3.1 Promotion of Research

The process of promoting research culture among faculty and students is ensured

by facilitating participation in research and related activities, providing resources

and other facilities.

3.2 Resource Mobilization for Research

The institution provides support in terms of financial, academic and human

resources required and timely administrative decisions to enable faculty to submit

project proposals and/approach funding agencies for mobilizing resources for

Research. The institutional support to its faculty for submitting Research projects

and securing external funding through flexibility in administrative processes and

infrastructure and academic support are crucial for any institution to excel inResearch. The faculty is empowered to take up research activities utilizing the

existing facilities. The institution encourages its staff to engage in interdisciplinary

and interdepartmental research activities and resource sharing.

3.3 Research Facilities

3.1 Promotion of Research

3.2 Resource Mobilization for Research

3.3 Research Facilities

3.4 Research Publications and Awards3.5 Consultancy

3.6 Extension Activities and Institutional Social Responsibility

3.7 Collaborations

KEY ASPECTS

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Required infrastructure in terms of space and equipment and support facilities are

available on the campus for undertaking research. The institution collaborates

with other agencies/ institutions/research bodies for sharing research facilities

and undertaking collaborative research.

3.4 Research Publications and Awards

Exploration and reflection are crucial for any teacher to be effective in his/her job.

Quality research outcome is beneficial for the discipline/ society/ industry/

region and the nation. Sharing of knowledge especially theoretical and practical

findings of research, through various media enhances quality of teaching and

learning.

3.5 Consultancy

Activity organized or managed by the faculty for an external agency for which the

expertise and the specific knowledge base of the faculty becomes the major input.

The finances generated through consultancy are fairly utilized by the institution.

The faculty taking up the consultancy is properly rewarded.

3.6 Extension Activities and Institutional Social Responsibility (ISR)

Learning activities have a visible element for developing sensitivities towards

community issues, gender disparities, social inequity etc. and in inculcating

values and commitment to society. Mutual benefit from affiliation and interaction

with groups or individuals who have an interest in the activities of the institution

and the ability to influence the actions, decisions, policies, practices or goals of the

organization. Processes and strategies that relevantly sensitize students to the

social issues and contexts.

Sustainable practices of the institution leading to superior performance resulting

in successful outcome in terms of generating knowledge which will be useful for

the learner as well as the community.

Extension also is the aspect of education, which emphasizes community services.

These are often integrated with curricula as extended opportunities, intended to

help, serve, reflect and learn. The curriculum-extension interface has an

educational value, especially in rural India.

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3.7 Collaborations

There are formal agreement/ understanding between the institution and other

HEIs or agencies for training/student exchange/faculty exchange/

research/resource sharing etc.

4.

Criterion IV - Infrastructure and Learning Resources: This criterion seeks to elicit

data on the adequacy and optimal use of the facilities available in an institution to

maintain the quality of academic and other programmes on the campus. It also

requires information on how every constituent of the institution - students, teachers

and staff - benefit from these facilities. Expansion of facilities to meet future

development is included among other concerns. The focus of this criterion is

captured in the following Key Aspects:

4.1 Physical Facilities

Adequate infrastructure facilities are key for effective and efficient conduct of the

educational programmes. The growth of the infrastructure thus has to keep pace

with the academic developments in the institution. The other supportive facilities

on the campus are developed to contribute to the effective ambience for

curricular, extra-curricular and administrative activities.

4.2 Clinical / Laboratory Learning Resources

This criterion elicits information on how the teaching hospital serves as a learningresource. Information about patient friendly services, good clinical practice

guidelines and safety measures adopted are sought.

4.3 Library as a Learning Resource

4.1 Physical Facilities

4.2 Clinical / Laboratory Learning Resources

4.3 Library as a Learning Resource

4.4 IT Infrastructure

4.5 Maintenance of Campus Facilities

KEY ASPECTS

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The library holdings in terms of books, journals and other learning materials and

technology-aided learning mechanisms which enable students to acquire

information, knowledge and skills required for their study programmes.

4.4 IT Infrastructure

The institution adopts policies and strategies for adequate technology deployment

and maintenance. The ICT facilities and other learning resources are adequately

available in the institution for academic and administrative purposes. The staff

and students have access to technology and information retrieval on current and

relevant issues. The institution deploys and employs ICTs for a range of activities.

4.5 Maintenance of Campus Facilities

The institution has sufficient resources allocated for regular upkeep of the

infrastructure. There are effective mechanisms for the upkeep of the infrastructure

facilities and promote the optimum use of the same.

5.

Criterion V - Student Support and Progression: The highlights of this criterion are

the efforts of an institution to provide necessary assistance to students, to acquire

meaningful experiences for learning at the campus and to facilitate their holistic

development and progression. It also looks into student performance and alumni

profiles and the progression of students to higher education and gainful

employment. The focus of this criterion is captured in the following Key Aspects:

5.1 Student Mentoring and Support

Facilitating mechanisms like guidance cell, placement cell, grievance redressal cell

and welfare measures to support students. Specially designed inputs are provided

to the needy students with learning difficulties. Provision is made for bridge and

5.1 Student Mentoring and Support

5.2 Student Progression

5.3 Student Participation and Activities

KEY ASPECTS

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value added courses in relevant areas. Institution has a well structured, organized

guidance and counseling system in place.

5.2 Student Progression

The Institutions concern for students progression to higher studies and/or to

employment is dealt with under this Key Aspect. Identify the reasons for poor

attainment and plan and implement remedial measures. Sustainable good

practices which effectively support the students facilitate optimal progression.

The institutional provisions facilitate vertical movement of students from one

level of education to the next higher level or towards gainful employment.

5.3 Student Participation and Activities

The institution promotes inclusive practices for social justice and better

stakeholder relationships. The institution promotes value-based education for

inculcating social responsibility and good citizenry amongst its student

community.

The institution has the required infrastructure and promotes active participation

of the students in social, cultural and leisure activities. Encouraging students

participation in activities facilitates developing various skills and competencies

and foster holistic development.

6.

Criterion VI - Governance, Leadership and Management: This criterion helps

gather data on the policies and practices of an institution in the matter of planning

human resources, recruitment, training, performance appraisal, financial

management and the overall role of leadership in institution building. The focus of

this criterion is on the following Key Aspects:

6.1 Institutional Vision and Leadership

6.2 Strategy Development and Deployment

6.3 Faculty Empowerment Strategies

6.4 Financial Management and Resource Mobilization

6.5 Internal Quality Assurance System (IQAS)

KEY ASPECTS

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6.1 Institutional Vision and Leadership

Effective leadership by setting values and participative decision-making process is

key not only to achieve the vision, mission and goals of the institution but also in

building the organizational culture. The formal and informal arrangements in the

institution to co-ordinate the academic and administrative planning and

implementation reflects the institutions efforts in achieving its vision.

6.2 Strategy Development and Deployment

The leadership provides clear vision and mission to the institution. The functions

of the institution and its academic and administrative units are governed by the

principles of participation and transparency. Formulation of development

objectives, directives and guidelines with specific plans for implementation by

aligning the academic and administrative aspects improves the overall quality of

the institutional provisions.

6.3 Faculty Empowerment Strategies

The process of planning human resources including recruitment, performance

appraisal and planning professional development programmes and seeking

appropriate feedback, analysis of responses and ensure that they form the basis

for planning. Efforts are made to upgrade the professional competence of the staff.

There are mechanisms evolved for regular performance appraisal of staff.

6.4 Financial Management and Resource Mobilization

Budgeting and optimum utilization of finance, including mobilization of

resources are the issues considered under this key aspect. There are established

procedures and processes for planning and allocation of financial resources. The

institution has developed strategies for mobilizing resources and ensures

transparency in financial management of the institution. The income and

expenditure of the institution are subjected to regular internal and external audit.

6.5 Internal Quality Assurance System (IQAS)

The internal quality assurance systems of HEIs are self-regulated responsibilities of

the higher education institutions, aimed at continuous improvement of quality and

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achieving academic excellence. The institution has mechanisms for academic

auditing. The institution adopts quality management strategies in all academic and

administrative aspects. The institution has an IQAC and adopts a participatory

approach in managing its provisions.

7.

Criterion VII - Innovations and Best Practices: This criterion focuses on the

innovative efforts of an institution that help in its academic excellence. An

innovative practice could be a pathway created to further the interest of the student

and the institution, for internal quality assurance, inclusive practices and

stakeholder relationships.

7.1 Environment Consciousness

The institution displays sensitivity to issues like climate change and

environmental issues. It adopts environment friendly practices and takes

necessary actions such as energy conservation, rain water harvesting, waste

recycling, carbon neutral etc.

7.2 Innovations

The institution is geared to promote an ambience of creativity innovation and

improving quality.

7.3 Best Practices

Practices of the institution leading to improvement and having visible impact on

the quality of the institutional provisions are considered in this Key Aspect.

IV. ACCREDITATION OF HEALTH SCIENCE INSTITUTIONS (HSIs)

There has been an exponential growth in professional education in the country more

so in health education institutions, medical, dental, nursing, pharmaceutical and allied

7.1 Environment Consciousness

7.2 Innovations

7.3 Best Practices

KEY ASPECTS

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disciplines during the past three decades or so. Even though the statutory or

regulatory councils/bodies such as Medical Council of India, Dental Council of India,

Pharmacy Council of India etc stipulate basic guidelines for running professional

institutions, there have been lack of indicators (studies) to show need based expansion

of these institutions/creation of institutions, requirements of qualified teachers,

proper infrastructures and research facilities that could address the national needs.

Indian physicians and health professionals are in great demand across the developed

and developing world but little attention has been given to harmonize professional

education in health science disciplines to bring it at par with developed countries.

Under these circumstances it is important to set bench-marks for quality health

education and its delivery in the country.

The National Assessment and Accreditation Council (NAAC) established by

University Grants Commission (UGC) assesses various Institutions and Universities

of higher education and grades them based on teaching and learning parameters.

These assessments have helped many specific education seekers to choose institutions

based on the facilities, quality teaching and research environment and employability

parameters. In this background NAAC has decided to provide accreditation

parameters and procedures specific to health science institutions. These assessment

parameters are over and above the minimum requirements that are stipulated by the

respective councils or regulatory bodies. As India is a destination not only for health

sciences education but also for treatment, it is imperative NAAC assessment of health

science institutions would play a pivotal role in providing quality health education

and services.

V. ELIGIBILITY FOR ASSESSMENT AND ACCREDITATION OF HEALTH

SCIENCE INSTITUTIONS

Health Science Institutions (HSIs) for the purpose of NAACs assessment comprises of

colleges / universities exclusively offering Allopathy, Ayurveda, Dentistry,

Homoeopathy, Nursing, Pharmacy, Physiotherapy and Yoga.

HSIs are eligible to apply for accreditation by NAAC if they are

duly recognized by their respective Statutory Councils.

have completed 6 years since their establishment or with a record of at least 2

batches of students having completed their degree programs, whichever is

earlier.

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Unit for Assessment and Accreditation of Health Science Institutions

Initially, the Health Sciences Manual may be used for Health Science Colleges and

Health Science Universities, provided they have campus teaching and research

programs. Departments / Schools / Institutes of Health Sciences of conventional

affialiting universities will not be taken up as separate units.

VI. THE ASSESSMENT OUTCOME

The assessment by NAAC takes a holistic view of all the inputs, processes and

outcomes of an institution and thus the HEIs are expected to demonstrate how they

achieve the objectives of the core values through the data and information detailed in

the Self-study Reports (SSR). The Assessment and Accreditation outcome includes a

qualitative and quantitative component. The qualitative part of the outcome is the

Peer Team Report (PTR) and the quantitative part includes a Cumulative Grade Point

Average (CGPA), a letter grade and a performance descriptor.

(i) Weightages

Taking cognizance of the diversity in institutional functioning, universities and

colleges offering Health Sciences have been assigned differential weightages for each

of the seven criteria as detailed in the table below:

Criteria Key Aspects Universities Affiliated

Colleges

I. Curricular

Aspects

1.1 Curriculum Design, Planning and

Development

50 20

1.2 Academic Flexibility 50 30

1.3 Curriculum Enrichment 30 30

1.4 Feedback System 20 20

Total 150 100

II. Teaching-

Learning and

Evaluation

2.1 Student Enrolment and Profile 10 30

2.2 Catering to Student Diversity 20 50

2.3 Teaching-Learning Process 50 100

2.4 Teacher Quality 50 80

2.5 Evaluation Process and Reforms 40 50

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Criteria Key Aspects Universities Affiliated

Colleges

2.6 Student Performance and Learning

Outcomes

30 40

Total 200 350

III. Research,

Consultancyand Extension

3.1 Promotion of Research 20 20

3.2 Resource Mobilization for Research 20 103.3 Research Facilities 30 10

3.4 Research Publications and Awards 100 20

3.5 Consultancy 20 10

3.6 Extension Activities and Institutional Social

Responsibility

40 60

3.7 Collaborations 20 20

Total 250 150

IV.

Infrastructure

and

Learning

Resources

4.1 Physical Facilities 20 20

4.2 Clinical /Laboratory Learning Resources 20 20

4.3 Library as a Learning Resource 20 20

4.4 IT Infrastructure 20 20

4.5 Maintenance of Campus Facilities 20 20

Total 100 100

V. Student

Support and

Progression

5.1 Student Mentoring and Support 40 50

5.2 Student Progression 40 30

5.3 Student Participation and Activities 20 20

Total 100 100

VI.

Governance,

Leadership and

Management

6.1 Institutional Vision and Leadership 10 10

6.2 Strategy Development and Deployment 10 10

6.3 Faculty Empowerment Strategies 30 30

6.4 Financial Management and Resource

Mobilization

20 20

6.5 Internal Quality Assurance System 30 30

Total 100 100

VII.

Innovationsand Best

Practices

7.1 Environment Consciousness 30 30

7.2 Innovations 30 307.3 Best Practices 40 40

Total 100 100

TOTAL 1000 1000

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(ii) Grading System

A significant outcome of the assessment is the final institutional grading. After

assessment, the Cumulative Grade Point Average (CGPA) of an institution is

computed and the institution is assigned an appropriate grade on a four point scale as

detailed below:

Range of institutionalCumulative Grade Point

Average (CGPA)Letter Grade Performance

Descriptor

3.01-4.00 A Very Good(Accredited)

2.01-3.00 B Good(Accredited)

1.51-2.00 C Satisfactory(Accredited)

!1.50 D Unsatisfactory(Not Accredited)

Institutions which secure a CGPA equal to or less than 1.50 are notionally categorized

under the letter grade D (Performance Descriptor: Unsatisfactory; Status: Not

Accredited). Such institutions will also be intimated and notified by the NAAC as

Assessed and found not qualified for accreditation.

Calculation of institutional CGPA

Arriving at the institutional CGPA includes calculation of the Key Aspect-wise

Weighted Grade Point (KAWGP), the Criterion-wise Weighted Grade Point (CrWGP)and the Criterion-wise Grade Point Average (CrGPA). This involves use of the pre-

determined Weightages (W) and the grade points assigned by the peer team for the 33

Key Aspects covering the seven criteria. The details for arriving at the KAWGP,

CrGPA and CGPA are given below:

1. Calculation of KAWGP

NAAC has assigned predetermined Weightages to each of the 33 Key Aspects under

the seven criteria. To help the peer team in arriving at KAGP, NAAC providessuggestive guiding indicators. Using the guiding indicators and based on their

observations and assessment of the institution (onsite visit and the validation of SSR),

the peer team is expected to assign appropriate grade point to each of the key aspect

by using five point scale (0-4). These grade points are assigned as 0/1/2/3/4 without

using decimal points and are referred to as the Key Aspect-wise Grade Points

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(KAGP). Unlike in the earlier methodology where the letter grades were converted to grade

points, the current methodology directly assigns the grade points without assigning any letter

grade.

The Key Aspect-wise Weighted Grade Point (KAWGP) is arrived at by multiplying

the predetermined Weightage (W) of a Key Aspect with respective KAGP assigned by

the peer team. i.e., KAWGPi = (KAGPi )x (Wi)

2. Calculation of CrGPA

Summation of Key Aspect-wise Weighted Grade Points (KAWGP) of a criterion is

referred to as Criterion-wise Grade Point (CrWGP) of that criterion and the

summation of the predetermined Weightages of the key aspects of a criterion is

referred to as Weightage (Wj) of that criterion.

Criterion-wise Grade Point Average (CrGPA)is calculated by dividing the Criterion-

wise Weighted Grade Point (CrWGP) by the Weightage of that Criterion (W j).

Where,

j represents the Criterion

3. Calculation of CGPA

The sum of seven CrWGP divided by the sum of the pre assigned Weightages of the

seven Criteria will result in Cumulative Grade Point Average (CGPA) of the

institution. The institutional CGPA will be the deciding factor for accreditation status

of the institution and its grade.7

" ( CrW GP)j j = 1

7

"W jj = 1

A sample calculation of CGPA of a University

Institutional CGPA =

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Criteria and Key Aspects PredeterminedWeightage

(Wi)

Peer TeamAssigned KeyAspect Grade

Points (KAGP)i4/ 3/ 2/ 1/0

Key Aspect-wiseWeighted Grade

PointsKAWGPi=KAGPi

* Wi Criterion I: Curricular Aspects

Curriculum Design, Planning andDevelopment

50 3 150

Academic Flexibility 50 2 100Curriculum Enrichment 30 0 0Feedback System 20 2 40TOTAL WI= 150 (CrWGP)I=290

Calculated Cr GPAI=(CrWGP)I/ WI =290 /150=1.93

Criterion II: TeachingLearning and Evaluation

Student Enrolment and Profile 10 3 30Catering to Student Diversity 20 0 0Teaching-Learning Process 50 3 150

Teacher Quality 50 3 150Evaluation Process and Reforms 40 2 80Student Performance andLearning Outcomes

30 3 90

TOTAL WII=200 (CrWGP)II=500Calculated Cr GPAII=(CrWGP)II/ WII = 500/200=2.50

Criterion III: Research, Consultancy and Extension

Promotion of Research 20 2 40Resource Mobilization forResearch

20 1 20

Research Facilities 30 2 60Research Publications andAwards

100 2 200

Consultancy 20 0 0Extension Activities andInstitutional Social Responsibility

40 4 160

Collaborations 20 2 40TOTAL WIII=250 (CrWGP)III=520

Calculated Cr GPAIII=(CrWGP)III/ WIII =520/250=2.08

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Final Outcome and Status of Accreditation

The Accreditation status of the institution in the above cited example would be:

Institutional CGPA = 2.16, Letter Grade = B, Performance Descriptor = Good, Status =

Accredited.

(iii) Validity Period of Accreditation

The accreditation status is valid for five years from the date of approval by the

Executive Committee of the NAAC. To continue the status of accreditation, the

institution has to record its intent for the next cycle accreditation by submitting the

LOI six months before the expiry of the accreditation status and the SSR within six

months of acceptance of the LOI by NAAC. Institutions that do not adhere to these

timelines will lose the accreditation status.

VII. THE ASSESSMENT PROCESS

NAAC believes that an institution that really understands itself its strengths, its

weaknesses, its potentials and limitations - is likely to be effective in carrying out its

educational mission and make continuous improvement. Thus the A&A of NAAC

includes a self evaluation by the institution that is expected to be done with honest

introspection followed by an external Peer evaluation by NAAC. Self evaluation by

the institution and an external peer assessment are inevitable for Quality assurance.

Some of the important stages in A&A of HEIs are given below:

a)On-line submission of Letter of Intent (LoI)

All HEIs fulfilling the eligibility criteria (as at section V above) for undergoing

A&A are expected to submit a LoI online to NAAC. On scrutiny of the LoI and

confirming the fulfillment of the eligibility criteria by NAAC, the institution may

initiate the preparation of Self-study Report.

b) Preparation of the Self-Study Report (SSR)

The assessment process aims at providing an opportunity for the institution tomeasure its effectiveness and efficiency, identify its strengths and weaknesses and

take necessary steps for improvement. Thus the most important step in the process

of assessment and accreditation is the preparation of the SSR by the institution.

While preparing the SSR, institutions should follow the guidelines provided by

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D.Criteria-wise analytical report The institution should provide consolidated

response for each of the Key Aspects. It is not expected to respond question

wise. The questions are only pointers and the responses should provide a holistic

view describing institutional inputs, processes and outcomes covering the Key

Aspect.

E.Inputs from each of the Department in the format provided. However in smaller

colleges where there are no specific departments in vogue, the college may use

the proforma and provide programme wise details.

A bulky SSR with too many details and descriptions may result in lack of clarity. Such

a report would also lack focus and would generate more information gaps than

explanations. Even for a large and complex institution, it is possible to restrict the

essential documentation to manageable proportions. Put together the Executive

Summary, Profile of the Institution and Criteria-wise analytical report of the SSR

should not exceed 200 pages (A4 size pages, both sides printing, MS WORD keeping

single line space, 12 of Times New Roman font and one and half inches margin on

each side of the page). The departmental inputs could be in addition to the above.

Inclusion of Appendices in the SSR is to be avoided. Appendices may be made

available to the Peer Team during the On-site visit.

c) Peer Assessment and Final Outcome

On receipt of the SSR, NAAC undertakes an in-house analysis of the report and looks

into its completeness. On ensuring the fulfillment of the various conditions NAAC

processes for organizing the peer team visit to the institution. Depending on the size

of the institution, the site visit may vary from two to four days. As the ultimate goal

and the efforts of NAAC is to facilitate HEIs to excellence the external peers have an

important role in evaluating and synthesizing the outcomes on individual Key

Aspects within the contextual framework of the HEI and to arrive at an overall

assessment. Thus NAAC periodically orients senior educationists and experts in

specialized areas of study from across the country and empanels them to undertake

the A&A exercise. As the whole exercise is a transparent and partnered activity, whileconstituting the peer team NAAC consults the institution about any justifiable

reservation it may have about any member of the visiting team constituted by NAAC.

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Peer Team Visit to the institution: The peer team constituted by NAAC visits the

institution and assesses the quality of its provisions. To validate the self-study report,

the team looks for evidences through interactions with the various constituents and

stakeholders of the institution, checking documents and visiting the various units of

the institution. At the end of the visit, for ensuring accuracy of institutional data /

information the team shares the draft Peer Team Report (PTR) with the Head of the

Institution. The PTR duly signed by the Head of the institution and the peer team

members along with the criterion-wise Grade Point Averages (GPA), the final

Institutional Cumulative Grade Point Average (CGPA) and the Institutional Grade, is

submitted to NAAC for further processing.

Final decision by NAAC: The Executive Committee (EC) of the NAAC will review the

peer team report, the criterion-wise Grade Point Averages (CrGPA), the final

institutional Cumulative Grade Point Average (CGPA), the Institutional Grade

recommended by the Peer Team and the feedback received from the institution and

the Peer team and takes the final decision on the accreditation status and the

institutional grade. The status of accreditation along with the PTR and the

institutional grade approved by the EC will be made public by posting them on the

website of the NAAC. Institutions which do not attain the accreditation status will be

notified accordingly.

VIII.MECHANISM FOR INSTITUTIONAL APPEALS

Provision for Appeals is one of the good practices followed by external Quality

Assurance Agencies. NAAC has also prescribed the mechanism for appeals. An

aggrieved institution can make a written representation to the Director, NAAC with

the payment of a non-refundable fee of Rs. 22,472/- within one month from the date

of receipt of the accreditation certificate from the NAAC. The five-member Appeals

Committee constituted for the purpose will consider the appeal and make

recommendations for the consideration of Executive Committee (EC) of NAAC. The

EC decision is binding on the institutions. For details, refer to the NAAC website:

www.naac.gov.in.

IX. RE-ASSESSMENT

Institutions, which would like to make an improvement in the accredited status, may

volunteer for Re-assessment, after a minimum of one year or before three years of

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1.

For Registration

Letter of Intent (LOI) and

Institutional Eligibility for Quality Assessment

(IEQA)

Rs. 25,000/- + Service Tax* as

applicable from time to time

2.

For Universities and Professional Institutions

1 to 10 departments Rs. 3,00,000/- + Service Tax* as applicable from time to time

> 10 departments Rs. 6,00,000/- + Service Tax* as applicable from time to time

The accreditation fee will be limited to a maximum amount of Rs. 6,00,000/- + Service

Tax* as applicable from time to time, per institution.

3.

For Colleges (Grant-in-Aid, Private and Government)

a. General College with multi faculties

i.e., Arts, Commerce and Science

Rs. 1,50,000 /- + Service Tax* as

applicable from time to time

b. General College with mono faculty

viz., Arts/Commerce/Science/or any other

Rs. 1,00,000/- + Service Tax* as

applicable from time to time

c. Teacher Education/Physical Education Rs. 1,00,000/- + Service Tax* as

applicable from time to time

4.

Professional Institutions.

Professional Institutions will be charged as per the fee structure applicable to

universities, i.e., Engineering and Technology, Management, Law, Health Sciences(Allopathy, Homeopathy, Ayurveda, Dental, Pharmacy, Nursing, etc.).

5.

For subsequent cycles of accreditation.

The same fee structure as proposed for accreditation.

6.

For Re-assessment.

The same fee structure as proposed for accreditation.

7.

Appeals Mechanism.

Review of Accreditation (grievance) Rs. 1,00,000/- + Service Tax* as applicable

from time to time.

* Presently, add Service Tax @ 12.36% on the total fee payable to NAAC.

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Section B: Preparation of the Self-study Report

This section includes information on three aspects, viz., Profile of the Institution,

Criteria-wise Inputs and Evaluative Reports of the Departments.

If the institution wishes to provide any additional information under each key

aspect, they are free to include it under the head Any other information, wherever

necessary.

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Section BPREPARATION OF SELF-STUDY REPORT

1. Profile of the Institution(To provide information whichever is relevant to the HSI)

1. Name and Address of the Institution:

Name:

Address:

City: Pin: State:

Website:

2.

For communication:

Designation Name Telephonewith STD code

Mobile Fax Email

Vice Chancellor O:R:

Pro Vice Chancellor (s) O:R:

Registrar O:R:

Principal / Dean /Director

O:R:

Vice Principal O:R:

Steering Committee /IQAC Co-ordinator

O:R:

3. Status of the Institution:Autonomous CollegeConstituent CollegeAffiliated College

State UniversityState Private UniversityCentral UniversityUniversity under Section 3 of UGC (A Deemed to be University)Institution of National ImportanceAny other (specify)

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4. Type of University:UnitaryAffiliating

5.Type of College:AyurvedaDentistry

HomoeopathyMedicineNursingPharmacyPhysiotherapySiddhaUnaniYoga and NaturopathyOthers (specify and provide details)

6.

Source of funding:Central GovernmentState GovernmentGrant-in-aidSelf-financing

TrustCorporate

Any other (specify)

7. a. Date of establishment of the institution: (dd/mm/yyyy)

b. In the case of university, prior to the establishment of the university, was it a/ani. Autonomous College Yes Noii. Constituent College Yes Noiii. Affiliated College Yes Noiv. PG Centre Yes Nov. De novo institution Yes Novi. Any other (specify)

c. In the case of college, university to which it is affiliated

8.

State the vision and the mission of the institution.

9. a. Details of UGC recognition / subsequent recognition (if applicable):

Under Section Date, Month and Year Remarks

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(dd/mm/yyyy) (If any)

i. 2(f)*

ii. 12B*

iii. 3*

* Enclose the certificate of recognition, if applicable

b. Details of recognition/approval by statutory/regulatory bodies other than UGC

(MCI, DCI, PCI, INC, RCI, AYUSH, AICTE, etc.)

UnderSection/clause

Day, Month and Year

(dd/mm/yyyy)

Validity Program/institution

Remarks

i.

ii.

iii.

iv.

(Enclose the Certificate of recognition/approval)

10.Has the institution been recognized for its outstanding performance by anynational / international agency such as DSIR, DBT, ICMR, UGC-SAP, AYUSH,WHO, UNESCO, etc.?

Yes NoIf yes, name of the agency

date of recognition: (dd/mm/yyyy)nature of recognition

11.

Does the institution have off-campus centres?Yes No

If yes, date of establishment : (dd/mm/yyyy)date of recognition by relevant statutory body/ies: (dd/mm/yyyy)

12.Does the institution have off-shore campuses?Yes No

If yes, date of establishment : (dd/mm/yyyy)date of recognition by relevant statutory body/ies: (dd/mm/yyyy)

13. Location of the campus and area:

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Location * Campus area inacres

Built up areain sq. mts.

i. Main campus areaii. Other campuses in the

countryiii. Campuses abroad

(* Urban, Semi-Urban, Rural, Tribal, Hilly Area, any other (specify)

If the institution has more than one campus, it may submit a consolidated self-study report reflecting the activities of all the campuses.

14. Number of affiliated / constituent institutions in the university

Types of institutions Total Permanent Temporary

AyurvedaDentistryHomoeopathyMedicine

NursingPharmacyPhysiotherapySiddhaUnaniYoga and NaturopathyOthers (specify and provide details)

15. Does the University Act provide for conferment of autonomy to its affiliatedinstitutions? If yes, give the number of autonomous colleges under the jurisdiction

of the University.

Yes No Number

16. Furnish the following information:

Particulars Number

a.

Accredited colleges by any professional body/ies

b.

Accredited course / department by any professional body/ies

c.

Affiliated colleges

d.

Autonomous collegese.

Colleges with Postgraduate Departments

f.

Colleges with Research Departments

g.

Constituent colleges

h.

University DepartmentsUndergraduate

Post graduate

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Particulars Number

Research centres on the campus and on other campuses

i.

University recognized Research Institutes/Centres

17. Does the institution conform to the specification of Degrees as enlisted by theUGC?Yes No

If the institution uses any other nomenclatures, specify.

18. Academic programs offered and student enrolment: (Enclose the list of academicprograms offered and approval / recognition details issued by the statutory bodygoverning the program)

Programs Number of Programs Number of students enrolledUG

PGDNB

Integrated MastersIntegrated Ph.D.PharmD.M.Phil.

Ph.D.CertificateDiploma

PG DiplomaD.M. / M.Ch.Sub / Super specialtyFellowship

Any other (specify) Total

19.Provide information on the following general facilities(campus-wise):

Auditorium/seminar complex with infrastructuralfacilities

Yes No

Sports facilities! Outdoor!

Indoor

Yes No

Yes No

Residential facilities for faculty and non-teaching staff Yes No

Cafeteria Yes No

Health centre

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! First aid facility

! Outpatient facility

! Inpatient facility

! Ambulance facility! Emergency care facility

! Health centre staffQualified Doctor Full time Part-time

Qualified Nurse Full time Part-time

Yes NoYes NoYes NoYes NoYes NoYes No

Facilities like banking, post office, book shops, etc. Yes No

Transport facilities to cater to the needs of the studentsand staff

Yes No

Facilities for persons with disabilities Yes No

Animal house Yes No

Incinerator for laboratories Yes No

Power house Yes No

Fire safety measures Yes No

Waste management facility, particularly bio-hazardouswaste

Yes No

Potable water and water treatment Yes No

Any other facility (specify).

20. Working days / teaching days during the past four academic years

Working days Teaching days

Number stipulated by the

Regulatory Authority

Number by the Institution

(Teaching days means days on which classes/clinics were held. Examination

days are not to be included.)

21. Has the institution been reviewed or audited by any regulatory authority? If so,furnish copy of the report and action taken there upon (last four years).

22. Number of positions in the institution

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Positions Teaching faculty Non-teaching

staff

Technical

staff

Professor AssociateProfessor/Reader

AssistantProfessor

Lecturer Tutor/ClinicalInstructor

SeniorResident

Sanctioned by theGovernment

RecruitedYet to recruit

Sanctioned by the

Management/Society orother authorized bodies

RecruitedYet to recruit

Stipulated by theregulatory authority

Cadre ratioRecruited

Yet to recruit

Number of personsworking on contractbasis

23. Qualifications of the teaching staff

Highest Qualification Professor AssociateProfessor/

Reader

AssistantProfessor

Lecturer Tutor/ClinicalInstructor

SeniorResident

M F M F M F M F M F M F

Permanent teachers

D.M./ M.Ch.

Ph.D./D.Sc./D.Litt/M.D./M.S.

PG (M.Pharm./ PharmD,DNB, M.Sc., MDS., MPT,MPH, MHA)AB/FRCS/FRCP/MRCP/MRCS/FDSRCSM.Phil.

UG

Temporary teachers

D.M./ M.Ch.

Ph.D./D.Sc./D.Litt/M.D./M.S.PG (M.Pharm./ PharmD,

DNB, M.Sc., MDS., MPT,MPH, MHA)

AB/FRCS/FRCP/MRCP/MRCS/FDSRCSM.Phil.

UG

Contractual teachers

D.M./ M.Ch.

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Highest Qualification Professor AssociateProfessor/

Reader

AssistantProfessor

Lecturer Tutor/ClinicalInstructor

SeniorResident

M F M F M F M F M F M F

Ph.D./D.Sc./D.Litt/M.D./M.S.PG (M.Pharm./ PharmD,DNB, M.Sc., MDS., MPT,MPH, MHA)AB/FRCS/FRCP/MRCP/MRCS/FDSRCS

M.Phil.

UG

Part-time teachers

D.M./ M.Ch.

Ph.D./D.Sc./D.Litt/M.D./M.S.

PG (M.Pharm./ PharmD,DNB, M.Sc., MDS., MPT,MPH, MHA)AB/FRCS/FRCP/MRCP/MRCS/FDSRCSM.Phil.

UG

24. Emeritus, Adjunct and Visiting Professors.Emeritus Adjunct Visiting

M F M F M FNumber

25. Distinguished Chairs instituted:

Department Chairs

26.Hostel

! Boys hostel

i.

Number of hostels

ii. Number of inmates

iii. Facilities

!

Girls hosteli. Number of hostels

ii. Number of inmates

iii.

Facilities

! Overseas students hostel

i. Number of hostels

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ii. Number of inmates

iii. Facilities

! Hostel for interns

i.

Number of hostels

ii. Number of inmates

iii. Facilities

!

PG Hosteli. Number of hostels

ii. Number of inmates

iii.

Facilities

27. Students enrolled in the institution during the current academic year, with thefollowing details:

Students UG PG IntegratedMasters

M.Phil Ph.D. IntegratedPh.D.PG DM MCH

*M *F *M *F *M *F *M *F *M *F *M *F *M *F *M *FFrom thestate wheretheinstitution islocatedFrom otherstates

NRI studentsForeignstudents

Total

*M-Male *F-Female

28. Health Professional Education Unit / Cell / Department

Year of establishment

Number of continuing education programs conducted (with duration)

! Induction

! Orientation

! Refresher

! Post Graduate

29.

Does the university offer Distance Education Programs (DEP)?Yes NoIf yes, indicate the number of programs offered.Are they recognized by the Distance Education Council?

30.Is the institution applying for Accreditation or Re-Assessment?

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Accreditation Re-Assessment

Cycle 1 Cycle 2 Cycle 3 Cycle 4

31.Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4)Cycle 4: (dd/mm/yyyy), Accreditation outcome/Result Cycle 3: (dd/mm/yyyy), Accreditation outcome/Result Cycle 2: (dd/mm/yyyy), Accreditation outcome/Result

Cycle 1: (dd/mm/yyyy), Accreditation outcome/Result * Enclose copy of accreditation certificate(s) and peer team report(s)

32. Does the university provide the list of accredited institutions under its jurisdictionon its website? Provide details of the number of accredited affiliated / constituent/ autonomous colleges under the university.

33. Date of establishment of Internal Quality Assurance Cell (IQAC) and dates ofsubmission of Annual Quality Assurance Reports (AQAR).

IQAC (dd/mm/yyyy)

AQAR (i) (dd/mm/yyyy)(ii) (dd/mm/yyyy)(iii) (dd/mm/yyyy)(iv) (dd/mm/yyyy)

34. Any other relevant data, the institution would like to include (not exceeding onepage).

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2. Criteria-wise Inputs

CRITERION I:CURRICULAR ASPECTS

1.1 Curriculum Planning, Design and Development

1.1.1 Does the institution have clearly stated goals and objectives for its

educational program?1.1.2 How are the institutional goals and objectives reflected in the academic

programs of the institution?

1.1.3 Does the institution follow a systematic process in the design, development

and revision of the curriculum? If yes, give details of the process (need

assessment, feedback, etc.).

1.1.4 How does the curriculum design and development meet the following

requirements?

! Community needs

!

Professional skills and competencies

! Research in thrust / emerging areas

! Innovation

! Employability

1.1.5 To what extent does the institution use the guidelines of the regulatory bodies

for developing and/or restructuring the curricula? Has the institution been

instrumental in leading any curricular reform which has created a national

impact?

1.1.6 Does the institution interact with industry, research bodies and the civilsociety in the curriculum revision process? If so, how has the institution

benefitted through interactions with the stakeholders?

1.1.7 How are the global trends in health science education reflected in the

curriculum?

1.1.8 Give details of how the institution facilitates the introduction of new

programs of studiesin its affiliated colleges.

1.1.9 Does the institution provide additional skill-oriented programs relevant to

regional needs?

1.1.10 Explain the initiatives of the institution in the following areas:

! Behavioral and Social Science.

! Medical Ethics / Bio Ethics / Nursing Ethics.

! Practice Management towards curriculum and/or services.

! Orientation to research.

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! Rehabilitation.

! Ancient scriptural practices.

! Health Economics.

! Medico legal issues.

! Enhancement of quality of services and consumer satisfaction.

1.1.11 How does the institution ensure that evidence based medicine and clinicalpractice guidelines are adopted to guide patient care wherever possible?

1.1.12 What are the newly introduced value added programs and how are they

related to the internship programs?

1.1.13 How does the institution contribute to the development of integrated learning

methods and Integrated Health Care Management?

! Vertical and horizontal integration of subjects taught.

! Integration of subjects taught with their clinical application.

!

Integration of different systems of health care (Ayurveda, Yoga, Unani,Homeopathy, etc.) in the teaching hospital.

1.1.14 How is compatibility of programs with goals and objectives achieved with

particular reference to priority of interface between Public Health, Medical

Practice and Medical Education?

1.2 Academic Flexibility

1.2.1 Furnish the inventory for the following:

!

Programs offered on campus! Overseas programs offered on campus

! Programs available for colleges/students to choose from

1.2.2 Give details on the following provisions with reference to academic flexibility

a. Core options

b.Elective options

c. Bridge course

d.Enrichment courses

e. Credit accumulation and transfer facility

f. Courses offered in modular form

g.Lateral and vertical mobility within and across programs, courses and

disciplines and between higher education institutions

h.Twinning programs

i. Dual degree programs

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1.2.3 Does the institution have an explicit policy and strategy for attracting

students from

! other states,

! socially and financially backward sections,

! international students?

1.2.4 Does the institution offer self-financing programs? If yes, list them and

indicate if policies regarding admission, fee structure, teacher qualification

and salary are at par with the aided programs?

1.2.5 Has the institution adopted the Choice Based Credit System (CBCS) / credit

based system? If yes, for how many programs? What efforts have been made

by the institution to encourage the introduction of CBCS in its affiliated

colleges?

1.2.6 What percentage of programs offered by the institution follow:

! Annual system

! Semester system

! Trimester system

1.2.7 How does the institution promote multi/inter-disciplinary programs? Name

a few programs and comment on their outcome.

1.2.8 What programs are offered for practicing health professionals for skills

training and career advancement?

1.3 Curriculum Enrichment

1.3.1 How often is the curriculum of the institution reviewed and upgraded for

making it socially relevant and/or skill oriented / knowledge intensive and

meeting the emerging needs of students and other stakeholders?

1.3.2 During the last four years, how many new programs were introduced at the

UG and PG levels? Give details.

! multi/inter-disciplinary

! programs in emerging areas

1.3.3 What are the strategies adopted for the revision of the existing programs?

What percentage of courses underwent a syllabus revision?

1.3.4 What are the value-added courses offered by the institution and how does the

institution ensure that all students have access to them?

1.3.5 Has the institution introduced skills development programs in consonance

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with the national health programs?

1.3.6 How does the institution incorporate the aspects of overall personality

development addressing physical, mental, emotional and spiritual well being

of the student?

1.3.7 Does the curriculum provide for adequate emphasis on patient safety,

confidentiality, rights and education?

1.3.8 Does the curriculum cover additional value systems?

1.4 Feedback System

1.4.1 Does the institution have a formal mechanism to obtain feedback from

students regarding the curriculum and how is it made use of?

1.4.2 Does the institution elicit feedback on the curriculum from national and

international faculty? If yes, specify a few methods such as conducting

webinars, workshops, online discussions, etc. and their impact.1.4.3 Specify the mechanism through which affiliated institutions give feedback on

curriculum and the extent to which it is made use of.

1.4.4 Based on feedback, what are the quality sustenance and quality enhancement

measures undertaken by the institution in ensuring the effective development

of the curricula?

1.4.5 What mechanisms are adopted by the managementof the institution to obtain

adequate information and feedback from faculty, students, patients, parents,

industry, hospitals, general public, employers, alumni and interns, etc. and

review the activities of the institution?

Any other information regarding Curricular Aspects which the institution would like

to include.

CRITERION II:TEACHING-LEARNING AND EVALUATION

2.1 Student Enrolment and Profile

2.1.1 How does the institution ensure publicity and transparency in the admission

process?

2.1.2 Explain in detail the process of admission put in place by the institution. List

the criteria for admission: (e.g.: (i) merit, (ii) merit with entrance test, (iii)

merit, entrance test, aptitude and interview, (iv) common entrance test

conducted by state agencies and national agencies (v) any other criteria

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(specify).

2.1.3 Provide details of admission process in the affiliated colleges and the

universitys role in monitoring the same.

2.1.4 Does the institution have a mechanism to review its admission process and

student profile annually? If yes, what is the outcome of such an analysis and

how has it contributed to the improvement of the process?

2.1.5 What are the strategies adopted to increase / improve access for students

belonging to the following categories:

! SC/ST

! OBC

! Women

! Persons with varied disabilities

! Economically weaker sections

! Outstanding achievers in sports and other extracurricular activities

2.1.6 Number of students admitted in the institution in the last four academic

years:

Categories

Year 1 Year 2 Year 3 Year 4

Male Female Male Female Male Female Male Female

SC

ST

OBC

General

Others

2.1.7 Has the university conducted any analysis of demand ratio for the various

programs of the university departments and affiliated colleges? If so,

highlight the significant trends explaining the reasons for increase / decrease.

2.1.8 Were any programs discontinued/staggered by the institution in the last four

years? If yes, specify the reasons.

2.2 Catering to Student Diversity

2.2.1 Does the institution organize orientation / induction program for freshers? If

yes, give details such as the duration, issues covered, experts involved and

mechanism for using the feedback in subsequent years.

2.2.2 Does the institution have a mechanism through which the differential

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requirements of the student population are analyzed after admission and

before the commencement of classes? If so, how are the key issues identified

and addressed?

2.2.3 How does the institution identify and respond to the learning needs of

advanced and slow learners?

2.2.4 Does the institution offer bridge / remedial / add-on courses? If yes, how are

they structured into the time table? Give details of the courses offered,

department-wise/faculty-wise?

2.2.5 Has the institution conducted any study on the academic growth of students

from disadvantaged sections of society, economically disadvantaged,

differently-abled, etc.? If yes, what are the main findings?

2.2.6 Is there a provision to teach the local language to students from other

states/countries?

2.2.7 What are the institutions efforts to teach the students moral and ethical

values and their citizenship roles?

2.2.8 Describe details of orientation/ foundation courses which sensitize students

to national integration, Constitution of India, art and culture, empathy,

womens empowerment, etc.

2.2.9 Has the institution incorporated the principles of Life Style Modifications for

students based on Eastern approaches in their day to day activities?

2.2.10 Has Yoga/Meditation/any other such techniques been practiced by students

regularly as self-discipline?

2.2.11 How does the institution attend to the diverse health issues (physical andmental) of students and staff?

2.2.12 Does the institution cater to the needs of groups / individuals requiring

special attention by conducting group classes / special individual trainings /

focused group discussion / additional training measures etc.?

2.3 Teaching-Learning Process2.3.1 How does the institution plan and organize the teaching-learning and

evaluation schedules such as

! academic calendar